Teaching Lab ELA Report

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 393 educators who completed the diagnostic survey, 91 educators who completed the follow-up survey, and 10 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 68% 68% -1 72%
Trust in fellow teachers 85% 81% -4 78%
Connectedness to fellow teachers 79% 77% -2 89%
Have influence over professional learning 38% 36% -2 44%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 71% 77% 6 78%
n = 312 n = 81 n = 9

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
Diagnostic Survey
Follow-up Survey
Percentage Point Change
Overall score 58% 65% 6 74%
ELA instructional shifts 51% 59% 8 76%
Fluency 52% 53% 1 50%
Text complexity 58% 73% 15 86%
Close reading 66% 70% 3 76%
Building knowledge 53% 60% 7 75%
Supporting students with unfinished learning 67% 72% 5 82%
n = 393 n = 90 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
Diagnostic Survey
Follow-up Survey
Percentage Point Change
When observing teachers, I focus on… 89% 90% 1 100%
Whether the lesson is focused on a high-quality text or task 86% 90% 4 100%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 88% 90% 2 100%
Whether all students have opportunities to engage in the work of the lesson 93% 90% -3 100%
n = 81 n = 10 n = 1

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 90% 50%
The questions and tasks address the analytical thinking required by the grade-level standards 60% 10%
All students have opportunities to engage in the work of the lesson 50% 20%

1 n = 10

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improve my own instructional practice 26%
Share information or resources with teachers 22%
Lead PLC meetings for teachers 19%
Coach teachers 19%
Lead professional learning for teachers 11%
We haven't had a lot of opportunity to share out yet. 4%

1 n = 7

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

Stacy is a GREAT facilitator. She guides us where we need to
be and gets everyone to participate

It went great. Everything was managed well, presented well,
and responded to appropriately.

I really enjoyed the presentation and the technology that
was introduced.

it was fantastic as usual. I love the time allowed to
collaborate with peers.

The experiential was again one of my favorite parts of
the learning session. Also the learning menu was great for
organizing the asynchronous work.

Explaining the pattern of construction of the Guidebook 3.0

Collaboration with groups- time to discuss and share- great
resources

The ability to collaborate with others was awesome!!! The
shared resources will be used and provided much support.

I really liked the planning and collaboration with other
teachers

The facilitators were kind, flexible, and delivered material
in an organized, and supportive manner.

Comments on Improving Experience
Quotes from "What could have improved your experience?"

If we were in person - but everything was still good

Maneuvering through some of the activities on the Moodle
Platform were confusing.

Having the actual units in front of me - but other than that
it was effective.

What might have improved my experience is maybe an
opportunity to be more creative or to pretend to be a
student.

A little more time planning or unpacking using the graphic
organizers with the teachers that are at my school.

More time in the breakout sessions. As soon as the depth of
the conversation started, it was time to return to the main
session.

I think everything was fine the way it was structured.

More time to develop these activities listed above.

Not much - we had awesome facilitators and awesome material

Maybe more time on each item or less content in one day.

Additional Comments
Quotes from "Do you have additional comments?"

Appreciate the motivation and positive push forward.

Justin did an incredible job making people feel included
and keeping up the energy in the room even though it was
virtual. He was an inspiring presenter.

I wish I had this type of training for Content Leader!

I taught GB last year, but did not have the introductory
boot camp until this one. This made all the difference.
Oddly though, the content of these sessions made more sense
because I did already have experience with GBs.

Just that it was extremely thorough covering as much
material as possible in the time frame we had. The
facilitators were passionate about the material and made us
equally engaged to know more.

enjoy our time and learningreally like this curriculum<span style='color:#04abeb; font-weight:bold;'>enjoy
meeting with other teachers esp in my grade level

I enjoy having a facilitator in the breakout rooms for
clarification purposes.

Thanks so much for helping us get this year started!

no...I am pretty upset that I had to complete this again
just to check off the box in Moodle

The state of WI needs to stop spending this large amount
of money on outside companies and courses that do not
necessarily represent what most districts need or want. They
also need to stop being an agency that offers PD directly
to districts. The state needs to engage with CESAs more to
find out what our districts want or need and work with us to
provide them with those resources and training and use the
money on us, a state agency, not an outside, out-of-state
agency.

NPS

The overall nps for ELA content in 2020-2021 was 39.85


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

Return to Website

info@teachinglab.org